In Canada’s recent history, the cases of Kanao Inouye, Omar Khadr, and Maher Arar shed light on the relationship between citizen-rights and sovereign power, a problem which this thesis studies through its three-pronged strategy of analysis. First, it takes a postmetaphysical approach to the problem of exceptionality as it has been explored in the works of Jacques Derrida, Gianni Vattimo, and Reiner Schürmann. Their responses to the problem of exceptionality provide a framework that enables this thesis to capture the relationship between citizen-rights and sovereign power in relative detail. Second, it applies Schürmann’s epochal theory in order to offer a historical periodization of citizen-rights in Canada that highlights the effect of sovereign power on citizen-rights. Lastly, in light of its philosophical and theoretical framework, it interprets the Inouye, Khadr, Arar cases in order to account for the effect of Charter rights on sovereign power. / Graduate / 0626 / tsujikt@gmail.com

Text in Afrikaans / The importance of the emotional and social development of a human being is highlighted by this research study, while the ability of the human spirit to transcend the human body has inspired the researcher to investigate movement activities as a potential key to the emotional and social development of wheelchair-bound learners. The researcher has chosen participation in wheelchair dancing to determine whether wheelchair-bound learners show development on emotional and social levels by investigating their intra- and interpersonal abilities before and after participating in wheelchair dancing. Intra- and interpersonal abilities are interdependent abilities and are regarded important components of emotional intelligence. In the interest of validity and reliability, the researcher used purposeful sampling in the selection of her participants. The participants had to meet certain requirements. She undertook a constructivist investigation, from an interpretive perspective, as a (primarily) qualitative study, with an interactive case study design and multimethod strategies. The smaller, quantitative component of the research study is the Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2), which offers as pre- and post-test a baseline assessment for the participants’ emotional and social development in respect of self-concept. The theoretical approach for this study is a combination of the medical deficit model and the social model, with stronger emphasis on the development and healing approach of the social model, than on the deficit-and-control approach of the medical deficit model. The focus of the study is not on the constraints suffered by the wheelchair-bound learners, but rather on the possible development that may take place in the learners through their participation in movement activities. The researcher strongly relies on the social model in an attempt to gain understanding of the problems that wheelchair-bound learners currently experience in the education system, so that schools can be developed that would meet learners’ needs. The research results offer answers to the primary and secondary research questions and the general objective of this research study has been achieved. The researcher has determined that wheelchair-bound learners show emotional and social development after participation in movement activities. The emotional intelligence of all the participants has increased and each experienced increased self-actualisation since having participated in wheelchair dancing. The research results reflect more growth in respect of the learners’ intrapersonal abilities than in their interpersonal abilities. The researcher’s specific objectives would be achieved, when she submits the research results of this study to policy makers in the Department of Education, thus expanding the boundaries of existing knowledge about the relationship between wheelchair-bound learners’ participation in movement activities and their emotional and social development. / Die belangrikheid van die emosionele en sosiale ontwikkelingsgang in die mens se ontwikkeling word deur die navorsingstudie uitgelig, terwyl die vermoë van die menslike gees tot transendensie van die menslike liggaam, die navorser inspireer het om bewegingsaktiwiteite te ondersoek as ’n moontlike sleutel tot rolstoelgebonde leerders se emosionele en sosiale ontwikkeling. Die navorser het deelname aan rolstoeldanse gekies om te bepaal of rolstoelgebonde leerders op ’n emosionele en sosiale vlak ontwikkeling toon deur hul intra- en interpersoonlike vermoëns voor en ná deelname aan rolstoeldanse te ondersoek. Intra- en interpersoonlike vermoëns is interafhanklike vermoëns en word as belangrike komponente van emosionele intelligensie beskou. Die navorser het ’n doelgerigte steekproefneming gebruik in die seleksie van haar deelnemers om geldigheid en betroubaarheid in die hand te werk. Die deelnemers moes aan sekere vereistes voldoen. Sy loods ’n konstruktivistiese ondersoek vanuit ’n interpretivistiese perspektief as ’n (hoofsaaklik) kwalitatiewe ondersoek, met ’n interaktiewe gevallestudie-ontwerp en veelmetodestrategie. Die kleiner, kwantitatiewe komponent van die navorsingstudie is die Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2). Dit bied, as voor- en nátoets, ’n basislynassessering vir die deelnemers se emosionele en sosiale ontwikkeling ten opsigte van selfkonsep. Die teoretiese raamwerk waaruit die navorser hierdie navorsingsprobleem benader, is ’n vermenging van die mediesetekort- en die sosiale model, met sterker klem op die ontwikkelings- en helende benadering van die sosiale model, as die tekortkominge-en-beheer-benadering van die mediesetekort-model. Die fokus van die studie is nie op rolstoelgebonde leerders se inperkinge nie, maar juis op die moontlike ontwikkeling wat deur hul deelname aan bewegingsaktiwiteite in die leerders mag plaasvind. Die navorser steun sterk op die sosiale model in ’n poging om begrip vir die probleme wat rolstoelgebonde leerders tans in die onderwys ervaar, te verkry, sodat skole ontwikkel kan word wat in leerderbehoeftes voorsien. Die navorsingsresultate bied antwoorde op die primêre en sekondêre navorsingsvrae en die algemene doelstelling van hierdie navorsingstudie is bereik. Die navorser het vasgestel dat rolstoelgebonde leerders, deur hul deelname aan bewegingsaktiwiteite, emosionele en sosiale ontwikkeling toon. Al die deelnemers se emosionele intelligensie het verhoog en almal beleef groter selfverwesenliking sedert hul deelname aan rolstoeldanse. Die navorsingsresultate weerspieël groter groei ten opsigte van die deelnemers se intrapersoonlike as hulle interpersoonlike vermoëns. Die navorser se spesifieke doelstellings word bereik, wanneer die navorser die navorsingsresultate van hierdie studie aan beleidmakers in die Departement van Onderwys voorlê en daardeur die grense van bestaande kennis omtrent die verband tussen rolstoelgebonde leerders se deelname aan bewegingsaktiwiteite en hul emosionele en sosiale ontwikkeling kan uitbrei. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

(in English) The present thesis explores the issue of teaching heritage language learners and returnee students in English as a foreign language (EFL) classes in Czech secondary schools. The aim of the thesis is to examine the experiences of heritage language learners and returnees in the EFL classroom, their strengths and weaknesses in English, their attitude towards English language learning in terms of potential anxiety and motivation, as well as heritage language learners' wishes in relation to language instruction. These issues are investigated from the perspective of the students themselves. The theoretical part reviews the relevant literature on heritage language acquisition and teaching, and on the effects of experience abroad on language acquisition. Moreover, it is complemented by discussions of differentiated instruction and language education for the gifted, two areas which can prove helpful in terms of finding suitable solutions to the problems encountered by the target population in foreign language classes. The empirical part is qualitative and consists of the analysis of in-depth semi-structured interviews with three participants, gymnázium students from Prague. Insights are provided about the interconnectedness of the students' life experiences, their general beliefs about language...

Text in Afrikaans / The importance of the emotional and social development of a human being is highlighted by this research study, while the ability of the human spirit to transcend the human body has inspired the researcher to investigate movement activities as a potential key to the emotional and social development of wheelchair-bound learners. The researcher has chosen participation in wheelchair dancing to determine whether wheelchair-bound learners show development on emotional and social levels by investigating their intra- and interpersonal abilities before and after participating in wheelchair dancing. Intra- and interpersonal abilities are interdependent abilities and are regarded important components of emotional intelligence. In the interest of validity and reliability, the researcher used purposeful sampling in the selection of her participants. The participants had to meet certain requirements. She undertook a constructivist investigation, from an interpretive perspective, as a (primarily) qualitative study, with an interactive case study design and multimethod strategies. The smaller, quantitative component of the research study is the Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2), which offers as pre- and post-test a baseline assessment for the participants’ emotional and social development in respect of self-concept. The theoretical approach for this study is a combination of the medical deficit model and the social model, with stronger emphasis on the development and healing approach of the social model, than on the deficit-and-control approach of the medical deficit model. The focus of the study is not on the constraints suffered by the wheelchair-bound learners, but rather on the possible development that may take place in the learners through their participation in movement activities. The researcher strongly relies on the social model in an attempt to gain understanding of the problems that wheelchair-bound learners currently experience in the education system, so that schools can be developed that would meet learners’ needs. The research results offer answers to the primary and secondary research questions and the general objective of this research study has been achieved. The researcher has determined that wheelchair-bound learners show emotional and social development after participation in movement activities. The emotional intelligence of all the participants has increased and each experienced increased self-actualisation since having participated in wheelchair dancing. The research results reflect more growth in respect of the learners’ intrapersonal abilities than in their interpersonal abilities. The researcher’s specific objectives would be achieved, when she submits the research results of this study to policy makers in the Department of Education, thus expanding the boundaries of existing knowledge about the relationship between wheelchair-bound learners’ participation in movement activities and their emotional and social development. / Die belangrikheid van die emosionele en sosiale ontwikkelingsgang in die mens se ontwikkeling word deur die navorsingstudie uitgelig, terwyl die vermoë van die menslike gees tot transendensie van die menslike liggaam, die navorser inspireer het om bewegingsaktiwiteite te ondersoek as ’n moontlike sleutel tot rolstoelgebonde leerders se emosionele en sosiale ontwikkeling. Die navorser het deelname aan rolstoeldanse gekies om te bepaal of rolstoelgebonde leerders op ’n emosionele en sosiale vlak ontwikkeling toon deur hul intra- en interpersoonlike vermoëns voor en ná deelname aan rolstoeldanse te ondersoek. Intra- en interpersoonlike vermoëns is interafhanklike vermoëns en word as belangrike komponente van emosionele intelligensie beskou. Die navorser het ’n doelgerigte steekproefneming gebruik in die seleksie van haar deelnemers om geldigheid en betroubaarheid in die hand te werk. Die deelnemers moes aan sekere vereistes voldoen. Sy loods ’n konstruktivistiese ondersoek vanuit ’n interpretivistiese perspektief as ’n (hoofsaaklik) kwalitatiewe ondersoek, met ’n interaktiewe gevallestudie-ontwerp en veelmetodestrategie. Die kleiner, kwantitatiewe komponent van die navorsingstudie is die Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2). Dit bied, as voor- en nátoets, ’n basislynassessering vir die deelnemers se emosionele en sosiale ontwikkeling ten opsigte van selfkonsep. Die teoretiese raamwerk waaruit die navorser hierdie navorsingsprobleem benader, is ’n vermenging van die mediesetekort- en die sosiale model, met sterker klem op die ontwikkelings- en helende benadering van die sosiale model, as die tekortkominge-en-beheer-benadering van die mediesetekort-model. Die fokus van die studie is nie op rolstoelgebonde leerders se inperkinge nie, maar juis op die moontlike ontwikkeling wat deur hul deelname aan bewegingsaktiwiteite in die leerders mag plaasvind. Die navorser steun sterk op die sosiale model in ’n poging om begrip vir die probleme wat rolstoelgebonde leerders tans in die onderwys ervaar, te verkry, sodat skole ontwikkel kan word wat in leerderbehoeftes voorsien. Die navorsingsresultate bied antwoorde op die primêre en sekondêre navorsingsvrae en die algemene doelstelling van hierdie navorsingstudie is bereik. Die navorser het vasgestel dat rolstoelgebonde leerders, deur hul deelname aan bewegingsaktiwiteite, emosionele en sosiale ontwikkeling toon. Al die deelnemers se emosionele intelligensie het verhoog en almal beleef groter selfverwesenliking sedert hul deelname aan rolstoeldanse. Die navorsingsresultate weerspieël groter groei ten opsigte van die deelnemers se intrapersoonlike as hulle interpersoonlike vermoëns. Die navorser se spesifieke doelstellings word bereik, wanneer die navorser die navorsingsresultate van hierdie studie aan beleidmakers in die Departement van Onderwys voorlê en daardeur die grense van bestaande kennis omtrent die verband tussen rolstoelgebonde leerders se deelname aan bewegingsaktiwiteite en hul emosionele en sosiale ontwikkeling kan uitbrei. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

<p>Human society is presently beset by an array of anthropogenic social-ecological crises that threaten the sustainability of the social-ecological systems that sustain our livelihoods. While research alone will not rectify these issues, it can help to answer key questions that must be addressed to develop effective solutions. To address such questions in a cohesive, compelling manner, social-ecological research can be bounded, structured, and distilled through innumerable organizing principles or theoretical frameworks. For this dissertation, I focused on the geographic region of Tierra del Fuego and sought to draw from the array of disciplines and methods that use sound as a lens for biological, ecological, and/or social inquiry. I also endeavored to consider various temporal, spatial, and organizational scales while investigating a selection of topics with a) specific importance in the social-ecological systems of Tierra del Fuego and b) general relevance to global social-ecological challenges. Chapter 1 provides an introduction to the dissertation, and Chapter 6 serves as a conclusion.</p><p><br></p><p> </p><p>The objective of Chapter 2, “Biogeographical and analytical implications of temporal variability in geographically diverse soundscapes”, was to provide some guidance to passive acoustic monitoring (PAM) practitioners on how to design appropriate temporal sampling schemes based on the temporal variability of the sounds one wishes to measure and the power and storage limitations of acoustic recorders. We first quantified the temporal variability of several soundscape measurements and compared that variability across sites and times of day. We also simulated a wide range of temporal sampling schemes in order to model their representativeness relative to continuous sampling.</p><p><br></p><p> </p><p>For Chapter 3, “Sentinels for sentinels: passive acoustic and camera trap monitoring of sensitive penguin populations”, we tested the utility of PAM to monitor behavior and abundance of Magellanic (<i>Spheniscus magellanicus</i>) and southern rockhopper penguins (<i>Eudyptes chrysocome</i>) at different spatial and temporal scales. We conducted <i>in situ</i> observations of the acoustic behavior of each species, and we compared acoustic metrics with penguin counts from narrowly focused camera traps and larger-extent observations of colony density. </p><p><br></p><p> </p><p>Chapter 4, “Acoustic monitoring shows invasive beavers (<i>Castor canadensis</i>) increase avian diversity in Tierra del Fuego”, is focused on impacts of the invasive North American beaver (<i>Castor canadensis</i>) on Fuegian bird communities. We sought to determine how bird communities might differ between intact riparian forests, beaver ponds, and beaver meadows created by pond drainage. We conducted PAM and classic avian point counts under each of these conditions across seasons to test for differences between impact conditions and to compare the two methodologies.</p><p><br></p><p> </p>For Chapter 5, “Human-nature connection and soundscape perception: insights from Tierra del Fuego, Argentina”, we evaluated the relationship between soundscape perception and nature relatedness by conducting surveys and soliciting responses to soundscape audio prompts. We also examined the potential for any demographic influences on nature relatedness or soundscape perception in the context of local social tensions.

Die doel van hierdie studie is om riglyne daar te stel vir die vroeë identifisering van talent wat die totale funksionering en konteks van die leerder in ag neem. ‘n Literatuurstudie is onderneem om die navorsing en teorieë wat met die onderwerp verband hou, te ondersoek. Die denkverskuiwing van intelligensie as een konstruk na ‘n multikonstrukbenadering wat uit onderliggende intellektuele vermoëns voortvloei, is verken. Definisies van begaafdheid en talent wat oor ‘n tydperk onstaan het, is omskryf en die rasionaal vir die gebruik van talent in plaas van begaafdheid is gegee. Die bio-ekologiese teorie van Bronfenbrenner, die positiewe sielkunde en die bate-gebaseerde benadering dien as teoretiese begronding van die studie. Talentontwikkeling en -identifisering is aan die orde gestel deur die liggaamlike, kognitiewe, sosiale, persoonlikheids-, emosionele en morele ontwikkeling van die adolessent te bespreek. Verder is die stand van talentidentifisering in Suid-Afrikaanse skole ondersoek en is aangedui in watter mate dit deur amptelike beleid gerig en ondersteun word. Beginsels wat tydens talentidentifisering in ag geneem moet word asook enkele identifiseringsmodelle wat ‘n bydrae tot die kennis van begaafdheid en talentidentifisering lewer, is bespreek. Verder is ‘n verskeidenheid talente wat uit algemene intellektuele intelligensie ontwikkel, aangedui. Die literatuurstudie het getoon dat daar nie in die huidige Suid-Afrikaanse skoolbeleid direkte riglyne is vir die identifisering van adolessente leerders se talent nie. Die deurlopende klem op akademiese prestasie en die feit dat leerders teen ‘n graadgemiddeld geassesseer word, lei waarskynlik daartoe dat ander metodes van assessering nie altyd in Suid-Afrikaanse klaskamers tot hul reg kom nie. Ten einde ‘n verskeidenheid talent te identifiseer en terselfdertyd ‘n leerder se konteks in ag te neem, is afsonderlike talentskale vir leerders, ouers en onderwysers ontwikkel en toegepas. Riglyne vir die identifisering van adolessente leerders se talent is dus op ‘n nie-formele manier ontwikkel. Die bevindinge van hierdie studie dui daarop dat die talentidentifiseringsproses bewuswording van verskillende talente waaroor leerders beskik, kan bewerkstellig. Dit help leerders om hul selfkennis uit te brei en om ‘n denkverskuiwing van die erkenning van slegs akademiese talent na ‘n verskeidenheid van talentdomeine wat die uniekheid van elke leerder ontgin, te maak. / The purpose of this study was to formulate guidelines for the early identification of talent, taking into consideration the overall functioning and context of the learner. A literature review was done to investigate the research and theories on the topic. The mind shift from intelligence as one construct to a multiconstruct approach arising from underlying intellectual abilities was explored. The definitions of giftedness and talent, which have existing for some time, were presented and the rationale for using talent instead of giftedness was provided. Bronfenbrenner’s bio-ecological theory, positive psychology and the asset-based approach served as theoretical grounding for the study. Talent identification and development were established by discussing the physical, cognitive, social, personality, emotional and moral development of the adolescent. The state of talent identification in South African schools was also investigated, and an indication was given of the extent to which it is guided and supported by official policy. Principles to be considered in identifying talent and a few identification models that contribute to knowledge of giftedness and talent identification were discussed. A variety of talents developing from general intellectual intelligence were also highlighted. The literature review reveals that in the current South African school policy, there are no direct guidelines for identifying the talent of adolescent learners. The constant emphasis on academic performance and the fact that learners are assessed against a grade average probably lead to other methods of assessment not always coming into their own in South African classrooms. To identify a variety of talents and at the same time take into consideration a learner’s context, separate talent scales for learners, parents and educators were developed and applied. Guidelines for identifying the talent of adolescent learners have therefore been developed in a non-formal way. The findings of this study indicate that the talent identification process can lead to awareness of different talents of learners. This helps learners to expand their self-knowledge and to bring about a mind shift from the recognition of only academic talent to a variety of talent domains which reveal the uniqueness of each learner. / Injongo yalolu cwaningo ukwakha imihlahlandlela yokuhlonzwa kwekhono masinya, kubhekwa indlela umfundi ngamunye asebenza ngayo kanye nesimo angaphansi kwaso. Kwabhekwa imibhalo ukuze kuphenywe ngocwaningo nemibono yezinzululwazi ngaphansi kwalesi sihloko. Kwaphenywa ngokusuka endleleni yokubheka inhlakanipho njengendlela okuyiyona yodwa yokwakha kuyiwe ezindleleni ezihlukene kaningi zokwakha ezisukela emakhonweni obuhlakani acashe ngaphansi kwazo. Izincazelo zesiphiwo nekhono, esezibe khona isikhathi eside, zethulwa kwase kunikezwa izincazelo zokuthi kungani kusetshenziswa ikhono kunesiphiwo. Umbono kaBronfenbrenner wobudlelwano phakathi kwezinto eziphilayo kanye nendawo eziphila kuyo, izifundo zezengqondo zemiphumela emihle kanye nendlela yokubheka encike ekubeni nenani kwento konke kusebenza njengengqikithi yombono wenzululwazi yalolu cwaningo. Ukuhlonza kanye nokuthuthukiswa kwekhono kwasungulwa ngokubamba izingxoxo mayelana nokuthuthuka kwabantwana asebengena ezingeni lentsha ngokomzimba, ngokwengqondo, ngokwenhlalo, ngokwendlela yokuziphatha, ngokomoya nangokwesimilo. Isimo sokuhlonza ikhono ezikoleni zaseNingizimu Afrika naso sibhekiwe, kwanikezwa nesilinganiso sokuthi lingakanani izinga lokuholwa nokusingathwa yinqubomgomo esemthethweni. Imigomo okufanele ibhekwe ngesikhathi sokuhlonza ikhono kanye vii nezinye izibonelo ezingasiza olwazini lokuhlonza iziphiwo namakhono nayo yadingidwa. Izinhlobonhlobo zamakhono avela ebuhlakanini obujwayelekile obuhambisana nemicabango nazo zaqhakambiswa. Ucwaningo lwemibhalo luveze ukuthi kwinqubomgomo yamanje yaseNingizimu Afrika, ayikho imihlahlandlela eqondile yokuhlonza amakhono kubafundi asebengena ezingeni lentsha. Ukuqhubeka nokugcizelela ukwenza kahle kwezemfundo kanye nokuthi abafundi bahlolwa ngokwezilinganiso ezivamile zamabanga cishe kuholela kwezinye izindlela zokuhlola ezingafiki kwezifana nezabo emakilasini aseNingizimu Afrika. Ukuhlonza izinhlobonhlobo zamakhono kube futhi kubhekwa isimo somfundi, kwasungulwa futhi kwasetshenziswa izilinganiso ezihlukile zokukala amakhono abafundi, abazali nawothisha. Ngakho-ke, imihlahlandlela yokuhlonza ikhono labafundi asebengena ezingeni lentsha yakhiwe ngendlela engalandeli kakhulu umthetho kanye nokuhleleka. Imiphumela yalolu cwaningo iveza ukuthi inqubo yokuhlonza amakhono ingaholela ekubonakaleni kwamakhono ahlukahlukene abafundi. Lokhu kusiza abafundi ukuba bakwazi ukwandisa ulwazi labo futhi benze kube khona ukucabanga ngokwahlukile ekwamukeleni kuphela ikhono lezemfundo kodwa kwamukelwe namakhono ahlukahlukene aveza ukwahluka komfundi ngamunye. / Department of Educational Psychology / D. Phil. (Educational Psychology)